What is your definition of instructional and/or organizational supervision? Develop and clearly state 3-5 principles for successful supervision of staff. Consider principles as values, ethics, beliefs and norms. Identify and describe each supervisory principle with research references. What professional development program will meet the needs of teachers and staff and lead to increased student learning and/or staff performance based on the principles? Conclude the platform with a reflection, including new perspectives, new discoveries, concerns and surprises.
You can use the guide for clarifying your supervisory platform below:
What is your definition of instructional supervision?
What should be the ultimate purpose of
supervision?
Who should supervise? Who should be supervised?
What knowledge, skills, attitudes, and values are
possessed by successful supervisors?
What are the most important needs of teachers?
What makes for positive relationships between
supervisors and teachers?
What types of activities should be part of
instructional supervision?
What should be changed about the current practice
of instructional supervision?
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the Context of the School
Learning Outcomes for This Chapter
After reading this chapter, you should be able to:
List the implications of any of the theories of adult learning discussed in this chapter for
instructional supervision.
Explain why the notion of a universal model of adult development has been challenged.
Discuss what the authors mean by the ebb and flow of adult development.
Questions to Reflect On as You Read This Chapter
As you read the chapter, reflect on learning about each of the following concepts:
Andragogy
Transformative learning
Self-directed learning
Experiential learning
Situated cognition
Informal learning
How do you think adult thinking differs from that of younger learners? To what do you
attribute these differences?
Two different teachers may approach the same teaching challenge in markedly different
ways. In what ways do you think adult development may explain this?
As you read the various models of adult development, which resonate with your own
experience?
What ways do you see that knowledge of adult development might be applied in
supervision and professional development of teachers?
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This chapter will serve as a core for thinking and practicing supervision in a
developmental framework. So far, we have defined a cause beyond oneself as a
demarcation between the collective, thoughtful, autonomous, and effective staffs of
successful schools and the isolated, unreflective, and powerless staffs of unsuccessful
schools. Knowledge of how teachers can grow as competent adults is the guiding
principle for supervisors in finding ways to return wisdom, power, and control to both the
individuals and the collective staff in order for them to become true professionals. With
the understanding of how teachers change, the supervisor can plan direct assistance,
evaluation of teaching, professional development, curriculum development, group
development, and action research at an appropriate level to stimulate teacher growth
and instructional improvement.
The research on adult learning and development has been prolific. We have attempted
to distill the knowledge of adult and teacher development that has direct applications for
supervision and supervisors. Readers who desire more detail should refer to the
references cited. The use of such readily available and potentially rich knowledge about
human growth can be extremely valuable to those who work with adults. If schools are
to be successful, supervision must respond to teachers as changing adults.
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figure 4.1 Adults as Learners
Unfortunately, many schools do not foster collaborative action, reflection, critical
thinking, or teacher empowerment. Rather, the hierarchical structure of many
school systemsas well as the environmental problems of isolation,
psychological dilemma, and lack of a shared technical culture discussed in
Chapter 2tends to work against the type of growth described in the adult
learning literature. Conversely, Drago-Seversons (2007) qualitative study of
principals as professional development leaders found that those who
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successfully exercised their leadership to promote adult learning consistently
employed four strategies, which she refers to as pillar practices:
Encouraging various forms of teaming/partnering with colleagues within and
outside school (e.g., teaching teams, curriculum teams, technology teams,
diversity teams, developing partnerships with other organizations)
Providing opportunities for teachers to serve in leadership roles (e.g., mentoring
graduate student interns, knowledge-based management, technology leaders,
sharing decision making, leading accreditation teams)
Promoting collegial inquiry (e.g., reflection through writing and dialogue)
Mentoring
According to Drago-Severson, these pillar practices, particularly when adapted to
teachers developmental stages, foster transformative rather than informative
learning (Drago-Severson, 2007; Drago-Severson, 2009).
Adult and Teacher Development
Literature on adult development can be seen as reflecting several distinct but
related approaches. Just a few decades ago, the study of human development
focused on children, and adulthood was either not a consideration or was thought
to represent a period of stability. Theory and research on adult development for
several decades emphasized development as an orderly progression. Because
developmental psychologists did much of the work in this area, there was an
emphasis on the change processes occurring in the individual with relatively little
consideration of his or her interaction with the environment. Early approaches to
adult development were rooted in such a tradition. Over time, alternative views of
adult development evolved, with less concern for a universal progression and
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greater interest in the interaction between the individual and the social
environment. Subsequent sections of this chapter will discuss adult development
according to these five subtopics: (1) stage development, (2) life cycle
development, (3) transition events, (4) role development, and (5) sociocultural
influences on adult development.
Stage Theories of Adult and Teacher Development
We will begin discussion of adult development by focusing on developmental
stage theories. Levine (1989) delineated the characteristics of stages:
First and foremost is their structural nature. Each stage is a structured whole,
representing an underlying organization of thought or understanding. Stages are
qualitatively different from one another. All emerge in sequence without variation;
no stage can be skipped. Finally stages are hierarchically integrated; that is,
progressive stages are increasingly complex and subsume earlier stages.
Individuals always have access to the stages through which they have passed.
Under ordinary circumstances or with proper supports, people will generally
prefer to use the highest stages of which they are capable. (p. 86)
It may be helpful to look more closely at several specific stage theories.
Cognitive Development
Piaget described four stages of cognitive development: sensorimotor,
preoperational, concrete operations, and formal operations (Blake & Pope,
2008). The person at the formal operations stage has already progressed beyond
reasoning only for the here and now and can project into and relate time and
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space. A person at the formal operations stage uses hypothetical reasoning,
understands complex symbols, and formulates abstract concepts.
Some researchers have found that formal thought is not demonstrated by all
adults. There has also been considerable exploration of characteristic adult forms
of thinking that go beyond Piagets fourth stage to a postformal operations stage
(Cartwright, Galupo, Tyree, & Jennings, 2009; Merriam & Bierema, 2014; Wynn,
Mosholder, & Larsen, 2014). Terms like postformal thought (Sinnott, 2009),
integrative thought (Kallio, 2011), and epistemic understanding (Baxter-Magolda,
2004) have been used to describe the highest stage of cognition observed in
adults. Figure 4.2 represents the adult cognitive developmental continuum.
igure 4.2 Adult Cognitive Development Continuum
Source: Adapted from Stephen P. Gordon (1990). Assisting the entry-year
teacher: A leadership resource. Columbus, OH: Ohio Department of Education.
Used with permission.
Ostorga (2006) provides insight into connections between teachers cognitive
development and their reflective thinking. Part of a larger study of student
teachers, the two participants selected as the focus of this article were both adult
learners, ages 28 and 35, who had previous experience in the classroom as
paraprofessionals. Ostorga analyzed interview protocols and Measurement of
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Epistemological Reflection (MER) questionnaires developed by Baxter-Magolda
(2004), as well as 15 weekly reflective journal entries. Neither participant
exhibited epistemic stances at either end of the epistemological spectrum
presented by Baxter-Magoldaabsolute knowing and contextual
knowingrather, they exhibited adjacent stances in the middle of
Baxter-Magoldas spectrum. Nonetheless observable differences were
demonstrated in the nature of reflective statements made in their journals, coded
according to Mezirows (1981) taxonomy of reflectivity, developed as part of his
work on transformational learning. Elena, the participant exhibiting a transitional
epistemological stance, exhibited content level reflection in most of her journals,
the most basic of Mezirows levels of reflection, and only once engaged in a
combination of content and process reflection. Shakira, the participant exhibiting
an independent thinking epistemological stance, wrote at least one journal entry
exhibiting premise reflectionthe highest of Mezirows levels of reflectionwhen
she critiqued a response provided by her supervising teacher.
Moral Development
Kohlberg & Kramer (2006) identified three broad categories of morality: the
preconventional level, the conventional level, and the postconventional level.
They further delineated two stages of development within each of these levels,
with the second stage more advanced and organized than the first. Across the
three levels, reasoning shifts from a self-centered perspective to one that
increasingly considers the perspectives and rights of others. The individual at
Level I makes decisions from a self-centered orientation. At Level II, individuals
do the right thing because that is what is expected according to social norms.
Finally, at Level III, moral decisions serve to recognize the social contract and to
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uphold individual rights. Although conflicts between these principles and legal
mandates are recognized as problematic in the lower stage of Level III, moral
principles come to take precedence by the time an individual reaches the highest
stage of moral development. Kohlberg (Kohlberg & Armon, 1984; Kohlberg &
Kramer, 2006) sees the higher stages as superior, and he sees enhancing
development as an appropriate aim for education. Figure 4.3 represents the
moral development continuum.
figure 4.3 Moral Development Continuum
Source: Adapted from Stephen P. Gordon (1990). Assisting the entry-year
teacher: A leadership resource. Columbus, OH: Ohio Department of Education.
Used with permission.
It is important here to also mention the work of Carol Gilligan (1982). Gilligan
compared conclusions from Kohlbergs model of moral development with
conclusions from her own research with women discussing personal decisions.
People at the top of Kohlbergs stages worry about interfering with others rights,
whereas those at the top of Gilligans stages worry about errors of omission, such
as not helping others when possible. At Gilligans highest stage, morality is
conceived in terms of relationships, and goodness is equated with helping others.
Gilligan (1979) proposed that a different conception of development emerges
from the study of womens lives:
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The shift in womens judgment from an egocentric to a principled ethical
understanding is articulated through their use of a distinct moral language, in
which the terms selfishness and responsibility define the moral problem as
one of care. Moral development then consists of the progressive reconstruction
of this understanding toward a more adequate conception of care. (p. 442)
Several small-scale studies have investigated relationships between teachers
moral development and their understandings of teaching and learning. Johnson
and Reiman (2007) explored the relationship between teacher dispositions in the
moral/ethical domain and their actions in the classroom through a case study of
three beginning teachers, all of whom were described as lateral entry teachers
(entering without a teaching degree or specific training in education). All three
teachers were found to operate primarily from a moral schema aimed at
maintaining norms and emphasizing rules that are clear, consistent, and apply to
everyone, which the authors reported is typical of beginning teachers. The three
teachers varied, however, in the degree to which they also exhibited a personal
interest schema (in which decisions are primarily based on the personal interest
of the decision maker) or a postconventional schema (based on alterable social
norms, with ideals that are open to justification and scrutiny). Using the Flanders
Interaction Analysis System (also known as the Guided Analysis System, or
GIAS) to document teacher actions, they found:
When the teachers used more postconventional reasoning and less personal
interest judgments, the percentage of direct instruction decreased. Teachers
spent less time providing information and giving direction and more time
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prompting inquiry, accepting and using students ideas and offering
reinforcement. (Johnson & Reiman, 2007, p. 683)
Johnson and Reiman concluded that with increased percentages of
postconventional reasoning teachers became more open to learner perspectives
and engaged in more indirect interactions. They also found that in response to
mentoring provided as part of the study, beginning teachers were able to move
toward more complex levels of judgment, although they remained primarily at a
below average level of complexity. In an earlier study, Reiman and Peace (2002)
found an increase in moral/ethical development as well as a shift from
self-concern to concern for the learners in eight teachers involved in peer
coaching using a framework of social role-taking and guided reflection, as
compared to a control group. Both these studies suggest that moral dispositions
are linked to teaching practice, and that both dispositions and actions are
amenable to tailored mentoring and coaching programs.
Levels of Consciousness
Robert Kegan (1994, 2009), a self-acknowledged neo-Piagetian, is a more recent
entrant on the scene of adult developmental psychology with his theory of levels
of consciousness. As with the Piagetian shift from concrete to formal operations,
the development of abstract thinking is a key characteristic of movement from
Kegans adolescent stage of durable category level to a more mature
cross-categorical (or third-order) consciousness. The person functioning at the
cross-categorical level is capable of thinking abstractly, reflecting on his or her
own emotions, and being guided by beliefs and values that ensure loyalty to the
larger community. At this stage the adult experiences a new construction of
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reality, with the needs, wants, and desires of others figuring as prominently as his
or her own (Albertson, 2014; Bridwell, 2013; Taylor & Marienau, 1995).
Only with the transition from cross-categorical to systems (or fourth-order)
consciousness, however, does the individual move beyond defining oneself in
terms of those duties, devotions, and values to become a truly independent and
autonomous person. At this level we can look objectively at our own perspective,
compare it with that of others, and work to reconcile differencesa process
associated with transformational learning (Bridwell, 2013; Kegan, 2009). It is the
systems level of consciousness that is said to be necessary to meet the various
demands of modern adult life (parenting, partnering, working, continued
learning), but Kegan contends that many do not reach this stage until their 30s or
40s, if at all. Finally, as is common with stage theories, Kegan posits a level
rarely achieved, trans-systems (or fifth-order) consciousness. Dialectical thinking
is associated with this level of consciousness, said to be rare before midlife.
Kegans model suggests that our expectations may be too high, both for
ourselves and others. In the preface to his book In Over Our Heads: The Mental
Demands of Modern Life (1994), he especially appeals to those who provide
education, training, and supervision for other adults to be mindful of the mental
demands we place on others. An example would be our expectation that
teachers, even those recently graduated as traditional-age students, exhibit high
levels of critical thinking and metacognitive skills, as he speculates these skills
may not be fully evolved for many until their 30s and 40s. The emphasis Kegan
places on continuing adult learning in the workplace, as well as in other domains
of adult life, along with his suggestion that teaching/coaching can stimulate
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developmental growth, makes this a promising model for future examination with
practicing teachers. It is this model upon which Drago-Severson (2009, 2012;
Drago-Severson, Blum-DeStefano, & Asghar, 2013) bases her four-pillar model
of leadership for adult growth. Kegans model also provides a framework that is
consistent with the principles of developmental supervision. Figure 4.4 depicts
the continuum of adult consciousness.
figure 4.4 Adult Consciousness Continuum
Stages of Concern
In the 1960s and early 1970s, Frances Fuller (1969) conducted pioneer studies
of teacher concerns. In analyzing both her own studies and six others, she found
that the responses by hundreds of teachers at various stages of experience
showed different concerns.
Teachers at the self-adequacy stage focus on survival. They are concerned with
doing well when a supervisor is present, getting favorable evaluations, and being
accepted and respected by students and other teachers (Adams & Martray,
1981). Their primary concern is making it through the school day.
With survival and security assured, teachers think less of their own survival
needs and begin to focus on teaching tasks. At this stage, teachers become
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more concerned with issues related to instructional and student discipline. They
begin to think about altering or enriching the classroom schedule, the teaching
materials, and their instructional methodology. Instructional concerns include the
pressures of teaching, routinization and inflexibility of the teaching environment,
student load, workload, and lack of academic freedom. Discipline concerns
include class control, conflict between student and adult values and attitudes,
and disruptive students (Adams & Martray, 1981). Concerns at this stage can be
characterized as focused on the teaching environment and teaching
responsibilities.
Superior teachers are at the highest stage of concern, referred to as the teaching
impact stage. At this stage, teachers are most concerned with the impact on
students learning and students well-being, even if it means departing from rules
and norms. Academic concerns at this stage include diagnosing and meeting
individual needs, sparking unmotivated students, and facilitating the intellectual
and emotional development of students. The teacher with mature concerns also
tends to be interested in the whole child, including interest in student health and
nutrition, use of drugs by students, and dropout prevention (Adams & Martray,
1981). The unfolding of teachers concerns evolves on a continuum reflecting a
shifting perspective, from I concerns to concerns for my group to concerns for
all students. Figure 4.5 represents the continuum of teacher concerns. Although
Fullers initial studies linked stages of concern with stages of teacher experience,
more recent studies indicate a complex relationship between teacher concerns
and level of experience. Based on results of a six-month study of hopes and
fears of intern teachers, Conway and Clark (2003) posit that with experience
teacher concerns may shift both outwardfrom self to tasks and students as
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predicted by Fullerand inward, as beginning teachers engage in a progression
toward greater reflexivity and self-awareness of themselves as teachers. Basing
his conclusions on a two-year longitudinal study of beginning teachers, Watzke
(2007) takes a more critical stance toward Fullers suggestion of a chronological
progression in the development of teacher concerns. Findings from his study
involving six repeated administrations of the Teachers Concerns Checklist over
the span of the first two years of teaching showed that impact-related concerns
were rated highest across all applications, while all categories of concerns
related to self and selected categories of task level concerns (classroom conduct,
instructional deterrents to teaching, and professional freedom) decreased as
teachers progressed through their second year.
figure 4.5 Teacher Concerns Continuum
Source: Adapted from Stephen P. Gordon (1990). Assisting the entry-year
teacher: A leadership resource. Columbus, OH: Ohio Department of Education.
Used with permission.
Integrating Stage Development Theories
Investigators of adult and teacher development have postulated that the various
developmental characteristics are related (Oja & Pine, 1984; Sullivan,
McCullough, & Stager, 1970). Although still somewhat speculative, these findings
suggest that many teachers at a given level (low, moderate, or high) in one
developmental characteristic may operate at the same general level in another
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developmental characteristic. The probable relationship of various developmental
characteristics allows one to make tentative composite descriptions of teachers
of generally low, moderate, and high levels of stage development. Figure 4.6
reviews the four adult/teacher development continuums.
figure 4.6 Teacher and Adult Stage Development
Source: Adapted from Stephen P. Gordon (1990). Assisting the entry-year
teacher: A leadership resource. Columbus, OH: Ohio Department of Education.
Used with permission.
The majority of teachers appear to be in relatively moderate to low stages of
cognitive or moral development or levels of consciousnessprobably no different
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from the adult population at large (Oja & Pine, 1981). So what? What difference
does it make that many teachers are not complex thinkers or autonomous?
Perhaps one does not need higher-order thinking to teach. One could argue that
if teaching were a simple enterprise with no need for decision making, then it
would make little difference. In fact, if most teachers were autonomous and
abstract, then trying to do a simple job would create great tension, resentment,
and noncompliance. If teaching is a simple activity, schools need people who can
reason simply. If teaching is complex and ever changing, however, then higher
levels of reasoning are necessary. A simple thinker in a dynamic and difficult
enterprise would be subjected to overwhelming pressures.
Sociologists have documented the environmental demands posed by making
thousands of decisions daily, by constant psychological pressure, and by
expectations that the teacher must do the job aloneunwatched and unaided. A
teacher daily faces up to 150 students of various backgrounds, abilities, and
interests, some of whom succeed while others fail. Concrete, rigid thinking on the
part of the teacher cannot possibly improve instruction. As Madeline Hunter
(1986) has noted, Teaching . . . is a relativistic situational profession where there
are no absolutes (italics in original).
Teacher improvement can only come from abstract, multi-informational thought
that can generate new responses toward new situations. Glassbergs (1979)
review of research on teachers stage development as related to instructional
improvement concluded:
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In summary these studies suggest that high stage teachers tend to be adaptive in
teaching style, flexible, and tolerant, and able to employ a wide range of teaching
models. . . . Effective teaching in almost any view is a most complex form of
human behaviour. Teachers at higher, more complex stages of human
development appear as more effective in classrooms than their peers at lower
stages.
The problem with the need for high-stage teachers is that, although the work by
its nature demands autonomous and flexible thinking, teachers in most schools
are not supported in ways to improve their thinking. The only alternative for a
teacher in a complex environment who cannot adjust to multiple demands and is
not being helped to acquire the abilities to think abstractly and autonomously is to
simplify and deaden the instructional environment. Teachers make the
environment less complex by disregarding differences among students and by
establishing routines and instructional practices that remain the same day after
day and year after year. Research on effective instruction (Biggers, Forbes, &
Zangori, 2013; Davis & Smithey, 2009; Glatthorn, 2000; Hargreaves & Moore,
2000; Marzano, 2007; Tieso, 2001) indicates that it is based on adaptation of
curriculum and materials to local settings and particular learning goals. In other
words, effective teachers think about what they are currently doing, assess the
results of their practice, explore with each other new possibilities for teaching
students, and consider students perspectives. Effective teaching has been
misunderstood and misapplied as a set and sequence of certain teaching
behaviors (review previous days objectives, present objectives, explain,
demonstrate, provide guided practice, check for understanding, etc.). This
explanation of effectiveness is simply untrue. Rather, successful teachers are
thoughtful teachers (Elliott & Schiff, 2001; Fairbanks et al., 2010; Ferraro, 2000).
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Evidence of the relationship between high-stage attainment of teacher
development and effective instructional practice can be found in several research
studies. The works of Oja and Pine (1981), Phillips and Glickman (1991), and
Thies-Sprinthall and Sprinthall (1987) are particularly important because they
suggest that teachers, when provided with a stimulating and supportive
environment, can reach
SHOW MORE…
Co-occurring disorder
Assignment: Scholar Practitioner Assignment: Addressing Co-Occurring Disorders
It is no coincidence that mental disorders and addiction often appear together because they share causative neurological roots hence, co-occurring disorders. Individuals with mental disorders often turn to mood-altering chemicals and behaviors in an attempt to self-medicate, making them more vulnerable to addiction.
The rates of co-occurring disorders are high. A differential diagnosis, or a diagnostic decision that differentiates between two similar disorders is needed to be able to differentiate between the two. As a helping professional you should be familiar with the appropriate diagnostic and treatment strategies needed to manage all aspects of these disorders.
For this Assignment, review the “SPP Treatment Plan Template” located in the resources and use this template for this Assignment.
Consider the following scenario:
Maria is a 44-year-old hearing-impaired Latina female who was admitted to the inpatient treatment facility for alcohol dependence where you are a substance abuse counselor. During her admission, Maria expressed reluctance to undergo treatment, stating that her family did not approve of counseling or psychiatric services because they see it as a sign of weakness. During her admission, she began crying hysterically. She stated that her husband left her and that her two teenage children were home alone. Maria was inebriated, under emotional distress, and ended up being carried to her assigned room by two staff members.
Your psychosocial intake assessment revealed she is also manifesting signs and symptoms of a major depressive disorder. You know that Maria needs help with her alcohol addiction, but you also know that her depression might be a cause or an effect of alcoholism.
Assignment:
Create a brief 30-day addiction treatment plan for Maria in the scenario.
Learning Resources
Required Readings
Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage.
Chapter 19, “Hidden Faces of Substance Use Disorders” (pp. 251-259)
Coleman-Cowger, V. H. (2012). Mental health treatment need among pregnant and postpartum women/girls entering substance abuse treatment. Psychology of Addictive Behaviors, 26(2), 345350.
Center for Behavioral Health Statistics and Quality. (2012, January 12). Older adult substance abuse treatment admissions have increased; Number of special treatment programs for this population has decreased. Data Spotlight, Drug and Alcohol Information System. Retrieved from http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf
Substance Abuse & Mental Health Services Administration , Center for Behavioral Health Statistics and Quality. (2012). Older adult substance abuse treatment admissions have increased; number of special treatment programs for this population has descreased. Retrieved from website:
http://www.samhsa.gov/data/spotlight/WEB_SPOT_043/WEB_SPOT_043.pdf
U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for persons with co-occurring disorders (DHHS Publication No. SMA 05-3992). Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK64197/ SOCW 6202:
Treatment of Addictions
SPP Treatment Plan Template
INSTRUCTIONS and TEMPLATE for Marges Treatment Plan
1. Develop a hypothetical treatment plan for Marge (from the course media pieces) as you think it would look at the end of the first year of her course of treatment.
2. Begin with her admission into residential treatment (Counseling Session 1).
3. The plan should include Marges course of residential treatment, plans for discharge from residential treatment, and aftercare plans for the next 12 months.
4. The plan should include all aspects of Marges life that are related to her recovery and reflect the case management role of the counselor (e.g., counseling/treatment, family, social, vocational, legal, mental health, medical).
Identified strengths
:
Marge has a support system which consist of her close family and friends who are supportive on long term recovery. Client in contemplation stage of change evident by entering treatment despite her verbalizing she does not need residential treatment.
Strengths that will help client achieve long-term goal(s) (e.g., supportive family). Client should help identify. Initially it may be difficult to help client identify more than one or two strengths but as the course of treatment continues, more should become evident.
Identified problems/deficits
: 291.81Factors in clients life that may impede successful recoveryAlcohol Withdrawal, V61.20 Parent-Child Relational Problem, V61.10 Relationship Distress With Spouse or Intimate Partner, V62.29 Other Problem Related to Employment, V15.89 Other Personal Risk Factors
Long-term goal(s
):
Short-term Goals
Objectives
Strategies
Expected Outcome
(with time-frame)
Stated as broad desirable outcome that will be broken down into short-term goals and objectives. Usually, one long-term goal will be adequate for first year.
Example:
1.
MargeJohn will Stabilize condition medically, behaviorally, emotionally, and cognitively, and return to functioning within normal parameters in remain abstinent from use of heroin and all other mood altering substances and behaviors for one year as demonstrated by negative random drug screens and self-report).
Series of time-limited goals that will lead to achievement of long-term goal.
Example:
1.
MargeJohn will successfully complete detox residential treatment in 14 days and transition to long term residential.
2.
Marge will successfully complete long term residential treatment within 4 months and transition to intensive outpatient treatment.
.
Statements of what client will do to achieve short-term goal. Stated in measurable, behavioral terms
Example:
1.
John will attend and actively participate in all individual and group counseling sessions. Marge will fill out objective questionnaires or psychological tests to determine levels of intoxication or withdrawal.
2.
Marge will inform the medical professionals of any modification in her intoxication or withdrawal symptoms.John will admit he has an addiction problem.
3.
Marge will examine and address any hesitation she may have about her commitment to altering her alcohol-related behavior.
How objective will be carried out or accomplished
Example:
1.
Administer will give the client psychological tests to objectively determine their substance use or withdrawalSchedule one individual counseling session and five group counseling sessions weekly.
2.
3.
John will complete Step One of the Twelve StepsMarge will learn the signs and symptoms she may experience during substance intoxication and/or withdrawal
4.
Marge will describe the ways that substance abuse has harmedher life (e.g., personally, medically, relationally, legally, vocationally, and socially).
5.
Marge will begin developing a writtenplan of action aimed at stopping alcoholuse.
Objective, measurable desirable outcome with timeframe Example:
1.
Give the client feedback regarding the results of the assessment and retest, if necessary, to assess treatment and progress (7 days)Staff and self-report of regular attendance and active participation in individual and group counseling sessions (30 days).
2.
3.
Self-report to counselor and members of group sessionsmedical staff (1430 days).
4.
Counselor will Implement motivational interviewingto determine the client’s level of change readinessby starting with motivation, reinforcing willingness to change, and leading up to treatment involvement (30 days).
5.
Create an abstinence agreement with the client to end her usage of her preferred substance, and work through any thoughts the client may have about the commitment (60 days).
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Marge Treatment Plan
Identified Strengths:An identified strength for Marge includes the following:
1. Marge has strong family bonding.
She shows exceptional affection for her three children, husband, and the rest of her relative and she is more willing to work towards her recovery so as to gain her family’s love and trust back. This information is great for the clinical assessment due in the final week, however, not on the treatment plan.
2.
memory and knowledge of how her uncle and father drank to their death. As such, she knowns the negative impact of alcohol-related complications. This is a strength that her counselor can use in assisting her to achieve the required short and long-term goals. See comment above, also use clinical strengths-based language. Due to HIPPA treatment plans only include the information on the patient treated. Eliminate other persons.
3. Marge is motivated for treatment.
Admitting to drinking a lot of alcohol is another strength that Marge has because not all alcoholics admit to being alcoholics. Confessing to having a certain problem is the first step to seeking help (Doweiko, 2019).
Identified Problem/deficits:The following challenges may impede Marge successful recovery. (Both strengths/problem list should be balanced. A good number is 3 strengths/3 challenges.
1. Marge suffers from medical conditions such as diabetes. Statement of fact! Marge has a medical diagnosis of Diabetes.
2.
Challenges with her 12-year-old son who is having issues at school as well as at home causing Marge to have depression.
3. Client has alcohol use disorder, anxiety, and the inability to maintain sobriety.
4.
Financial instability and DUI violation may cause challenges to recovery.
5.
Inadequate motivation, resistance to therapy, and defensiveness (Prochaska, DiClemente & Norcross, 1992).
6.
Other factors that may obstruct Marge recovery include external stressors, close friends, and longer stay in residential treatment (Prochaska, DiClemente & Norcross, 1992).
Long-term goal(s
):
Short-term Goals
Objectives
Strategies
Expected Outcome
(with time-frame)
Stated as broad desirable outcome that will be broken down into short-term goals and objectives. Usually, one long-term goal will be adequate for first year.
Example:
1.
Marge will develop a program of recovery based on assessment information
within the next one-year and will learn healthy communication skills in a residential facility at Owing mills Maryland
2.
Marge will abstain from alcoholic beverages within the next one year.
Abstainers will lower Marges urge for alcohol in the future which will enable her to socialize with family and friends
.
3.
Marge will learn how to tolerate uncomfortable feelings without using alcohol in the next 12 months and reunite with family and friends during treatment in the
residential facility.
4.
Client will learn new behaviors and positive self-talk within the next one year during treatment at the residential facility.
5.
Marge will create new relationships with individuals who are abstemious.
Series of time-limited goals that will lead to achievement of long-term goal.
Example:
Marge will complete a detox treatment within six hours for six days and receive a residential treatment program for 6 months. As evidence by client developing a positive commitment to sobriety.
Marge will receive individual counseling and sessions on alcoholic beverages within 3 months of stay in the residential facility at Owing mills Maryland.
Marge will attend recovery meetings twice a week. As evidence by new skills needed to maintain a sober lifestyle within 3 months of treatment.
Client will take part in motivational and positive activities that will help her stay motivated during the first 3 months of stay at the facility.
Marge will get in touch with alcoholic anonymous members who will positively inspire her within 3 weeks of treatment.
Statements of what client will do to achieve short-term goal. Stated in measurable, behavioral terms
Example:
Marge will be active in all groups and individual sessions during the period of rehabilitation. Participation will help her reduce the urge to drink alcohol.
The counsellor will monitor Marge for withdrawal symptoms as the detox process progresses and will encourage Marge to share her feelings and provide feedback during stay at the residential facility for the next 6 months.
Marge will have one-on-one individual counseling session every week for 2hours and participate in cognitive behavioral therapy for 8-12 weeks during treatment
Marge will make attempts to have a family day out with her husband and children once a month for 6 months during treatment. She will enjoy activity such as riding a bike to help her with her health issues in relation to her diabetics.
Client will engage with sponsors who will guide her through the 12-steps in living a normal life and preventing relapse.
How objective will be carried out or accomplished
Example:
The counsellor will teach Marge stress management techniques such as systematic
desensitization, biofeedback, and progressive relaxation and mindfulness.
Marge will complete stage one of Alcoholic Anonymous treatment during the first month of treatment.
Counsellor will use evaluation tools to monitor client progress, drug testing and self-report.
.
Client will engage in activities she enjoys like walking, yoga, meditation and
engaging in family activities like going to the pool or playing games twice a month within 6 months treatment at the residential facility.
Marge will delete all contacts of friends that influence her drinking habits and write journal of her recovery progress.
Objective, measurable desirable outcome with timeframe
Example:
Marge will begin to restore her relationship with her husband and
children within 6 months of treatment.
Marge will be productive in Alcoholic Anonymous and focus on getting the DUI charge removed with proves of treatment and detox classes attended and treatment progression before the end of 6 months treatment.
Marge will see her physician within 2 weeks of treatments and start a plan to get her diabetes under control and receive medications to reduce symptom of depression and anxiety.
Marge will restore her confidence level and regain self-esteem by attaining the maintenance stage of change to prevent relapse.
References:
Doweiko, H. E. (2019). Concepts of chemical dependency (10th ed.). Stamford, CT: Cengage.
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. Addictions Nursing Network, 5(1), 2-16.